Difference Between Vygotsky and Piaget

Cognitive development can be defined as the formation of thought processes starting from childhood through adolescence to adulthood which includes language, mental imagery, thinking, reasoning, remembering, decision-making, and problem solving. Both Jean Piaget and Lev Semionovich Vygotsky were significant contributors to the cognitive development component of Psychology. The manner by which children learn and mentally grow plays a vital role in their learning processes and abilities. Parents and teachers enable themselves to better cater to the unique needs of each child by understanding the progression of cognitive development. Another similarity between Piaget and Vygotsky is that they both believed that the boundaries of cognitive growth were instituted by societal influences. And this is where their similarities end.

Piaget emphasized that intelligence is actually acquired based on our own action. Piaget insisted that whenever kids continuously interact with their environment they will eventually learn, he also mentioned that after series of development learning will take place. Consequently, Vygotsky pointed out that with the help of symbolism and history children will learn plus he stated that before the child’s development learning is already possible. Piaget did not believe in the significance of inputs that can be acquired from the environment but Vygotsky was confident that kids do acknowledge the inputs from their environment.

Piaget’s cognitive development theory has four distinct phases. The sensorimotor is his first phase; it is stage which usually happens when the child was born until he reaches two years old. Throughout this stage, infants solely rely exclusively on their reflexes like rooting and sucking to name a few. Knowledge attained throughout the first stage is dependent on physical activities of children. The preoperational stage is the second phase which happens when the child reaches two years old till seven years old. Children believe that everybody will think the same way as they do, they are said to be egocentric. The third phase is referred as concrete operational stage which occurs when the child is seven till eleven years old, here wherein children may feel some improvement in their thinking.

Their thinking becomes more logical and less egocentric. The last phase is identified as the formal operational stage wherein they now have the ability to master abstract thinking and use symbols in relation as well as the ability to solve intricate problems. In contrast, Vygotsky assumed that there are no set of phases. The first component of his theory is referred to as the private speech or talking to oneself. Vygotsky found private speech to be essential since it aided children in thinking about an issue and having a solution or conclusion. Private speech is internalized eventually but it does not completely goes away. The second aspect of Vygotsky’s cognitive theory is the zone of proximal development wherein this is the level of development instantly higher than his present level. The final component in Vygotsky’s theory is the scaffolding which involves assistance and encouragement like giving advice or suggestions to help the child master a new concept. In here, children are able to develop their own path towards having a solution and by solving problems on their own.

Unlike Piaget, Vygotsky believed that development can’t be detached from social context while children can create knowledge and lead their development. He also claimed that language plays an important role in cognitive development. Piaget only viewed language as a plain milestone in development.

SUMMARY:

1.Piaget insisted that learning happens after development while Vygotsky pointed out that learning takes place before development can occur.

2.Piaget did not believe in the significance of inputs that can be acquired from the environment but Vygotsky was confident that kids do acknowledge the inputs from their environment.

3.Piaget’s cognitive development theory has four evident phases. Vygotsky assumed that there are no set of stages at all but only 3 components.

4.Vygotsky believed that development can’t be detached from social context unlike Piaget.

5.Vygotsky claimed that language plays an important role in cognitive development. Piaget only viewed language as a plain milestone in development.

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1 Comment

Who is golden? This would be the author? Your citation made no sense in either APA or MLA style.
2 of my students used your source and their citations were wrong as your information is wrong. Please correct this so that any other students that use this source are not thrown off.
Thanks!

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Written by : golden.
and updated on August 24, 2011

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